quality education programs in the philippines

UNESCO and DepEd launch the 2020 Global Education Monitoring Report in the Philippines

MANILA, 25 November 2020. Along with government officials, international aid agencies, education and humanitarian experts, policymakers, teachers and learners, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Department of Education (DepEd) launched the 2020 Global Education Monitoring (GEM) Report on 25 November 2020 virtually.

With the theme “Inclusion and education: All means All,” the national launch was organized to increase awareness of the Report’s messages and recommendations on inclusion in education with a wider education community, with those working on humanitarian responses, and with government officials and policymakers. The event was broadcasted live on the official Facebook of UNESCO Jakarta and the Philippines’ Department of Education.

As part of its progress towards achieving the Sustainable Development Goal 4 (SDG 4)and its targets, the 2020 GEM Report ( https://unesdoc.unesco.org/ark:/48223/pf0000373721 ) provides an in-depth analysis of key factors in exclusion of learners in education systems worldwide, such as background, identity and ability (i.e. gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes).

One of the numerous examples highlighted in the report is the gender-responsive basic education policy created by DepEd. The policy calls for an end to discrimination based on gender, sexual orientation, and gender identity by defining ways for education administrators and school leaders such as improving curricula and teacher education programmes with the content on bullying, discrimination, gender, sexuality and human rights.

The Report also identifies the heightening of exclusion during the COVID-19 pandemic, where it has shown that about 40% of low and lower-middle income countries have not supported disadvantaged learners during temporary school shutdown. The event featured speeches and presentations from experts on inclusion from both government and non-governmental organizations, policy makers and practitioners, including a message from UNESCO’s Global Champion of Inclusive Education, Ms Brina Kei Maxino, and performances by the world-renowned and 2009 UNESCO Artist for Peace, the Philippine Madrigal Singers.

The highlight of the event was the live discussion between DepEd Secretary, Professor Emeritus Leonor Magtolis-Briones, and the Director of UNESCO Jakarta, Dr Shahbaz Khan, as they explored the findings of the report and deliberated on issues such as inclusion and education and its implementation; adjustment on the school policies during Covid-19; a horizontal collaboration between government and non-government stakeholders; education budget and spending; grants for students; and, social programs to support education.

Alongside today’s publication, UNESCO GEM Report team has also launched a new website called Profiles Enhancing Education Reviews (PEER) that contains information on laws and policies concerning inclusion in education for every country in the world. According to UNESCO, PEER shows that although many countries still practice education segregation, which reinforces stereotyping, discrimination and alienation, some countries like the Philippines have already crafted education policies strong on inclusiveness that target vulnerable groups.

The 2020 Global Education Monitoring (GEM) Report urges countries to focus on those left behind as schools reopen to foster more resilient and equal societies.

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We help improve access to quality education for all children.

Save the Children supports the realization of children’s rights to quality education because we know how education changes a child’s life.

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Learning begins before birth! Now more than ever, the early years are being recognized as the foundation of human development and life-long learning.

All children should have access to appropriate support right from birth. Save the Children works with relevant service providers to support female and male caregivers and ensure that young children’s needs for good health, optimal nutrition, security and safety, opportunities for early learning, and responsive caregiving are provided from age 0.

Save the Children creates breakthroughs in developing mother tongue books which are developmentally appropriate and culturally sensitive. A Book Development Review Committee (BDRC) for mother tongue languages in Mindanao was established, ensuring an inclusive process comprised of tribal chieftains, community leaders, teachers, parents, and elders. These books cover topics on indigenous games, culture and traditions.

Children who need the biggest learning boost are not in school

Save the Children works with local government and organizations to establish early learning spaces for young children in the most deprived and marginalized areas in the country. KapitBahay-Aralan (KBA) is an alternative neighborhood-based early learning program for children aged 3-5 years old. It focuses on the development of early literacy, numeracy, self-care, health practices, and socialization. Through KBA, we improve access to quality learning opportunities for children from very poor households in urban settlements or those in far-flung areas.

Save the Children’s alternative delivery mode of education supports out-of-school children aged 6-12 years old in urban and rural contexts, paving the way for learning opportunities and social protection. By employing the whole-of-society approach, the government, community members, civil society organizations, and public and private sector are mobilized to address children’s needs in learning and wellbeing.

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Through our parenting program, parents and child carers are empowered to fulfill their roles and responsibilities as champions of children’s rights, and to create a nurturing environment towards the attainment of children’s holistic development and potential. We capacitate them to call for policies and programs, and use services that respond to the various interests and needs of children in every stage of development.

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Save the Children also focuses on the professional development of early childhood educators and school teachers. Child development workers and school teachers are capacitated on child rights-based, developmentally-appropriate teaching methodologies and effective instruction so that they will deliver active learning sessions with children.

Removing barriers to education

Save the Children actively works to ensure that every child, irrespective of gender, age, language, ability, religion, nationality or other characteristics, is supported to meaningfully participate and learn alongside his/her peers, and develop to his/her full potential. Inclusion is a key principle across our education programs, ensuring that children are provided with the necessary support to attend school and continue learning.

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Emergencies can seriously disrupt a child's education.

In emergency situations, Save the Children provides safe and protective learning environments for children to learn and play.

We support the delivery of services such as psychosocial support to ensure uninterrupted learning at all times. We also provide teaching and learning materials such as back-to-school kits, hygiene kits, books, and toys to support children even in times of crisis.

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Save the Children works to ensure that all children have access to quality health services, safe water and sanitation, and health and nutrition education.

Our health and nutrition programs for school-aged children ensures that basic health services are provided, and that they are able to practice hygiene with safe water and child-friendly sanitation and hygiene facilities. We continuously develop teaching and learning materials with age-appropriate and accurate health and nutrition information, and train teachers on utilizing them.

We work with both the public and private health sector and with caregivers to ensure that children have sustained access to health facilities and are provided with appropriate care beyond the learning environment setting.

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POLICY ISSUE AT A GLANCE: How is the Philippines faring in SDG achievement? Goal 4: Quality Education

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Educate to Elevate: The Transformative Power of Quality Education

• November 7, 2023

In the intricate tapestry of societal development, education stands out as a crucial element , especially for street children. For these resilient youngsters facing tough realities on the streets, education is more than a path; it’s a lifeline or a beacon of hope illuminating a way out of adversity. It serves as a powerful equalizer, offering street children not only knowledge but a chance to break the cycle of poverty and envision a future beyond the confines of their current circumstances.

This blog will let you delve into how Childhope Philippines is not only breaking down barriers for street children but also weaving a narrative of lasting change through the power of quality education and invaluable life experiences.

What is Quality Education?

Quality education is not merely the imparting of knowledge; it is also a dynamic process that goes beyond the confines of traditional classrooms . It is a holistic approach that nurtures intellectual curiosity, critical thinking, and a deep understanding of the world. Quality education equips individuals with the tools to navigate the complexities of life, fostering skills such as problem-solving, creativity, and effective communication. It is a transformative experience that empowers learners to adapt to a rapidly changing global landscape.

Beyond academic excellence, quality education instills values of empathy, inclusivity, and social responsibility, preparing individuals not just for personal success but also to contribute meaningfully to society. In essence, quality education is a journey of self-discovery and growth, creating lifelong learners who are not confined by the boundaries of knowledge but are inspired to explore, question, and innovate.

Status of Quality Education in the Philippines

Access to quality education in the Philippines continues to face persistent challenges. In 2019, while 82.4% of Filipinos aged 25 and above completed primary education, the completion rate sharply dropped to 30.5% for secondary education and further decreased to 24.4% for bachelor’s degrees. Disparities between economic groups are evident, with 49% of the wealthiest attending higher education compared to only 17% from the poorest. Despite spending more time in school, Filipino students were less productive than their counterparts in similar countries.

The Philippine Education System

In higher education, the enrollment rate is comparable to middle-income countries, but this is declining while neighboring nations progress. The 2018 PISA rankings placed the Philippines last in reading and second to last in science and mathematics among 79 participating countries. A staggering 78% of Filipino students failed to reach minimum proficiency levels in these subjects, with only 19% achieving the minimum proficiency level in reading and mathematics, and 22% in science. This low representation of 15-year-olds in PISA indicates a significant number of school leavers and out-of-school youth in the country, underscoring the need for comprehensive educational reforms.

The Philippine education system has been undergoing significant reforms to enhance its quality and relevance. The K-12 program, which was fully implemented in 2017, aimed to provide a more comprehensive and globally competitive education. However, challenges such as infrastructure limitations, overcrowded classrooms, and a shortage of qualified teachers persist, particularly in rural areas.

The COVID-19 pandemic further highlighted the digital divide, with disparities in access to online learning resources affecting students differently based on socioeconomic factors and geographic location. Efforts have been made to address these issues, including the provision of alternative learning modalities , the distribution of learning materials, and the exploration of blended learning approaches.

On a positive note, there is an increasing emphasis on technical and vocational education to better align with the demands of the job market. The government has also been working on improving teacher training programs and updating curricula to meet global standards.

Importance of Quality Education

Quality education is a cornerstone of individual development and societal advancement. It acts as a powerful tool for breaking the cycle of poverty, promoting equal opportunities for all. Quality education empowers individuals to make informed decisions, actively engage in their communities, and contribute meaningfully to a globalized world. Societies that prioritize and invest in quality education tend to experience economic growth, social harmony, and a higher quality of life.

In essence, quality education is not just a means to personal success but a cornerstone for building a more equitable, innovative, and prosperous society.

What Challenges Remain in Quality Education?

Several challenges persist in achieving quality education globally. These challenges include:

Access Disparities

In many regions, there are still disparities in access to education, with marginalized groups, girls, and those in remote areas facing greater obstacles in attending school.

Educational Infrastructure

Insufficient infrastructure, such as overcrowded classrooms, lack of proper facilities, and outdated resources, hampers the delivery of quality education.

Socioeconomic disparities often result in unequal access to quality education. Students from lower-income families may face barriers, including lack of resources and educational support.

Digital Divide

The digital divide exacerbates educational inequalities, with students in underserved areas having limited access to technology and online resources.

Curricular Relevance

Ensuring that educational curricula are up-to-date, relevant to real-world challenges, and inclusive is an ongoing challenge.

Assessment and Evaluation

The effectiveness of educational systems relies on fair and accurate assessment methods, which can be challenging to implement consistently.

Global Learning Crisis

Despite progress, there is a global learning crisis where many students complete formal education without acquiring essential skills, leading to a gap between schooling and actual learning outcomes.

Teacher Motivation and Retention

Ensuring that teachers are motivated, adequately compensated, and provided with professional development opportunities is crucial for retaining high-quality educators.

How Childhope Philippines Bring Quality Education to Street Children

Childhope Philippines is a non-governmental organization that focuses on improving the lives of street children in the Philippines, including efforts to provide them with quality education. The organization employs various strategies to bring education to street children such as:

Mobile Education Units

Childhope Philippines operates mobile education units that travel to areas with high concentrations of street children. These units are equipped with educational materials and staffed by trained educators who conduct classes for the children.

Non-formal Education Programs

Recognizing the unique needs and challenges of street children, we often employ non-formal education approaches. These may include alternative learning systems, life skills training, and vocational education to provide practical skills for the children’s future.

Advocacy and Awareness

We engage in advocacy efforts to raise awareness about the importance of education for street children . By working with communities, local governments, and other stakeholders, the organization strives to create an environment that supports the education of these vulnerable children.

Psychosocial Support

Many street children face various challenges, including trauma and emotional distress. We provide psychosocial support services to address these issues and create a conducive environment for effective learning.

Health and Nutrition Support

Childhope recognizes that health and nutrition are integral components of effective learning. The organization provides health services and nutritional support to ensure that the basic needs of street children are met, enhancing their overall well-being and capacity to learn.

Empower Every Child with Quality Education – Donate or Volunteer Today!

Every child deserves the opportunity to learn, grow, and build a better life through quality education. You can make a tangible difference today by supporting our cause. Consider devoting your resources to ensure that more children, especially those in underserved communities, have access to quality education. Your contribution, no matter the size, goes a long way in breaking barriers and opening doors to a world of possibilities.

If you’re looking for a more hands-on approach, consider becoming a volunteer . Your time and dedication can make a lasting difference in the lives of children, helping them break the cycle of poverty. Let’s work together to build a brighter and more equitable future for all!

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UP on Quality Education

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The University of the Philippines has been providing free access to its online open educational resources (OERs) via the UP Open University (UPOU) Networks website since 2010. Literature such as books, journals, and monographs; podcasts; and videos covering a wide range of subject areas are available to all learners and educators who are looking for additional teaching materials. UPOU Networks also has resource-based course packages available for download. For calendar year 2022, almost a hundred videos of livestream events, webinars, lectures, and public fora were uploaded to the online repository. 

Apart from UPOU Networks, the University also has the UPOU Massive Open Distance eLearning (MODeL). In operation since 2013, it is UPOU’s official platform for the delivery of massive open online courses (MOOCs). In 2022, MODeL offered 25 MOOCs that were free and open to the public. Among those were courses on ODeL, technology for teaching and learning, scriptwriting, understanding children better, child rights protection and promotion, social entrepreneurship, blended teaching and learning using OERs, basic animation, business analytics, and the development and production of interactive educational video materials.

 Changes to the higher education landscape brought about by the COVID-19 pandemic remain significant driving forces in the University’s reimagination and recalibration of its approaches to the delivery of education—not only to its students in the Philippines and abroad, but also to the wider population who aim to be lifelong learners. A deeper focus on learner-centered education allows UP to adapt to the technology-driven world and the shifts it creates in learning demands. In times when retooling and upskilling of the current and future workforce is greatly needed, UP responds with the best of its resources. At the heart of its operations is the commitment to perform public service by offering free quality learning resources to all who wish to avail.

Capacity-Building in Fisheries and Aquaculture

The University of the Philippines Visayas College of Fisheries and Ocean Sciences (CFOS) and its institutes had been actively conducting training and other capacity-building programs for fisherfolk, people’s organizations, local governments, and educators before the pandemic. While face-to-face activities and engagements may have slowed down during the COVID-19 lockdowns, 2022 saw these activities coming back in full force.

The CFOS Public Service Program led the “Fisheries Training Needs Assessment in the Municipality of Leganes, Iloilo and Its Environs” for the members of the mayor’s office, municipal council, and captains of the coastal barangays of the municipality. The Institute of Fisheries Policy and Development Studies gave lectures on fishery resources, laws and ordinances, climate change issues, effects of microplastics, and resource conservation and protection to the fisherfolk of the Municipality of Miagao, Iloilo.  

Recognizing education’s role in promoting aquaculture sustainability to enhance the country’s food security, the Brackishwater Aquaculture Center’s (BAC) annual Aquaculture Summer Institute conducted online lectures for senior high school teachers in the Science, Technology and Engineering strand of the Leganes National High School. The BAC is the Institute of Aquaculture’s (CFOS-IA) research facility located in the municipality. The topics included basic principles of aquaculture, aquaculture systems, and basic fish diseases detection.

On a much larger scale, CFOS-IA mounted its three-week public service program for university and college teachers, Training of Educators in Aquatic Mainstream Science (TEAMS), with participants from Ilocos Norte, Zambales, Capiz, Zamboanga, and Maguindanao. TEAMS is intended to further strengthen research and instruction capabilities of higher education institutions offering fisheries and allied programs. Hands-on training sessions were conducted in partnership with the UPV National Institute of Molecular Biology and Biotechnology and the UPV Museum of Natural Sciences.

Apart from the training programs for educators, CFOS-IA also had the “Training Course on Catfish Breeding, Nursery, and Management” for Miagao fisherfolk, who had some knowledge about catfish farming but were alarmed by the low survival rate of fingerlings. The course encouraged local fishing communities to maximize their resources. After their hands-on training, the catfish larvae produced during the activity were distributed to the participants to stock and culture.

Team Scallops from the Institute of Fish Processing Technology (CFOS-IFPT) went to Islas de Gigantes, a group of islands off the northernmost part of Carles, Iloilo, to provide training on value addition and good manufacturing practices for scallops, which is abundant in the area. Islas de Gigantes is considered one of the most productive fishing grounds in the Philippines and known for bivalve fishery. It was participated in by members of the Gigantes Federation of Fisherfolks Sector (GIFFS) Fishermen Cooperative. CFOS-IFPT went back months later to conduct “Training on Entrepreneurship: Sustainable Management of a Community-Based Enterprise for Seafood Products” to a much larger audience composed of those already engaged in the processing of value-added scallop products.

CFOS-IFPT then proceeded to Tibiao, Antique to conduct lectures and hands-on training on fish processing technologies to agrarian reform beneficiaries in the municipality. The participants were taught how to make the most use of their catch during peak season, a considerable volume of which was wasted—simply thrown back to the sea or buried—because of the lack of know-how in fish processing techniques.

The back-to-back “Training-workshop on Packaging and Labeling of Priority Products and Introduction to Basic Entrepreneurship” and “Training-Workshop on GMP/SSOP for Small-Scale Production of Fishery Products and Introduction to Cooperative Development and Management” were given to fisherfolk from Ajuy and Concepcion, Iloilo who process sardines, squid, and blue swimming crab wastes, among others. The first was conducted in collaboration with the Bureau of Fisheries and Aquatic Resources (BFAR) Region VI and with assistance from the Department of Science and Technology Region VI and the UPV College of Management. It was intended to equip the participants with the basic concepts of packaging and labeling requirements of Philippine regulatory agencies, the hows of choosing appropriate packaging materials and labels, and ways to develop marketing plans for their products. The second was still in partnership with BFAR Region VI and with added partners, Provincial Fisheries Office-Iloilo, and the local governments of Ajuy and Concepcion. It was on good manufacturing practices/ sanitation standard operating procedures for small-scale production of fishery products, and cooperative development and management.

With the ease of travel having almost gone back to the pre-pandemic normal, CFOS is expected to continue to provide its training programs within Western Visayas and across the country beyond 2022.

Pahinungod’s Educational Enhancement Programs

The Ugnayan ng Pahinungód/Oblation Corps of the University of the Philippines Los Baños has continuously provided for 27 years various volunteer service opportunities for over 5,000 UP students, staff and alumni, while assisting more than 20,000 individuals in remote areas and from marginalized sectors. Pahinungod is an integral public service arm of UP Los Baños; and it maintains various programs in: educational enhancement; environmental management; technical assistance; disaster resiliency; and, sectoral development.

Pahinungod’s educational enhancement programs are functional literacy interventions that aim to supplement formal school instruction through participatory seminars, workshops and tutorials for underserved elementary and high school students. Public school teachers in rural areas also benefit from Pahinungod’s PAGTUTURO initiative.

The Gurong Pahinungod Program (GPP) primarily caters to fresh graduates and alumni who are deployed for as long as a year as full-time volunteer faculty members of underserved elementary schools. The GPP is implemented in partnership with the Department of Education (DepEd), in recognition of the shared aspiration among public schools and state universities and colleges of making basic education work for Filipinos.

Pahinungód’s Affirmative Action Project (AAP) helps students of public schools in rural and disadvantaged areas to become more confident to take entrance exams, pursue college education, take courses needed in their communities, and assume leadership roles in their hometowns. Pahinungód hopes to provide underserved students with better chances to access quality tertiary education, and to improve their skills as future community leaders through the AAP’s 1-2 week leadership training and college preparatory review program for incoming grade 12 students. The program is also consistent with UP’s aim to democratize access to quality education services.

Another initiative is the PAGTUTURO (Pagpapatalas ng Talino at Talento ng mga Guro). Teachers need constant updating of competence in education technology and policy. Since teachers and many faculty members of remote public schools often have limited means to access professional growth opportunities, Pahinungod provides two to three days of interactive retooling workshops on creative teaching strategies, content updates and other enrichment activities to improve their teaching capacities.

Pahinungód also has a special program that provides a  review once a week on selected difficult subject areas in the basic education curricula. The LINGAP ARAL Special Tutorials program aims to help boost the indigent students’ school performance and improve their accomplishments in national scholastic aptitude tests. Sponsor LGUs or support organizations identify these students; and they also provide resources, such as scholarships and stipends, to give the scholars sustained education support.

More on UP and the SDGs

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Deped, unicef strengthen alternative learning system toward quality, relevant second chance basic education, joint press release.

MANILA, 9 June 2022 – UNICEF and the Department of Education (DepEd) celebrated notable achievements in strengthening and expanding the Alternative Learning System (ALS) Program as the partnership launched yet another milestone – the ALS 2.0 ICT Strategic Plan and the ALS Research Agenda.

The ALS Program is a parallel learning system that provides a practical option to the existing formal instruction for Filipino out-of-school children, youth, and adults (OSCYAs). UNICEF has been working with the DepEd-ALS Task Force (now Bureau of Alternative Education or BAE) to help provide opportunities for OSCYAs to develop basic and functional literacy skills and to access equivalent and flexible pathways to complete basic education. These are part of UNICEF’s efforts to support learning continuity for vulnerable and marginalized children and youth who do not have access to formal education.

While the Philippines has made significant progress in providing access to and increasing the quality of formal basic education, a number of Filipinos are not attending school because of inaccessibility, illness/disability, marriage/family matters, high cost of education/financial concern, employment/looking for work, and lack of personal interest.  

To ensure that OSCYAs have a second chance at pursuing their basic education, DepEd and its partners strengthened and intensified ALS. Between 2016 and 2021, around 4.2 million OSCYAs enrolled in ALS and were able to continue learning in a manner suitable to their preference and circumstances, and to achieve their goals of improving their quality of life and becoming productive contributors to society.

“In less than six years, we are confident to say that we delivered on our mandate and our commitment to strengthen and improve the ALS Program. This would not be possible without the steadfast support of our partners, like UNICEF Philippines. As we gather to celebrate our milestones in working together, we likewise underscore that the work with ALS never truly ends,” said G.H. Ambat, DepEd Assistant Secretary for ALS. 

Multi-pronged collaboration

The collaborative efforts of DepEd and UNICEF Philippines on ALS are mostly on evidence-generation and policy development, as well as field-level innovations. 

One example is the “Feasibility Study on Micro-certification for the ALS in the Philippines”, which explored the feasibility of micro-certification as a flexible means for ALS learners’ to receive certification as they attain specific elements of the minimum competencies in the ALS K to 12 Basic Education Curriculum (BEC). Micro-certificates may be used by ALS learners as credentials that are valued by employers and necessary for them to thrive as workers and citizens.

The ALS ICT Strategic Plan 2022-2026 concretizes the roles of ICT in  the areas of access, quality and governance of the improved ALS Program. Meanwhile, the ALS Research Agenda 2022-2026 promotes evidence-based decision-making and policy development for the ALS program to achieve quality and inclusive lifelong learning and guides the research community in contributing to ALS research work.

Field-level innovations include efforts under the Power For Youth (PFY) programme to establish Youth Development Alliances in Zamboanga del Norte and Northern Samar, which help bridge OSCYAs to opportunities in education, employment, entrepreneurship and civic engagement.  Another PFY initiative seeks to provide learners with contextualized and activity-based learning materials to make ALS sessions more relevant, practical, and engaging.

As part of the COVID-19 pandemic response, DepEd and UNICEF launched the ICT4ALS and ALSware initiatives to provide ICT and technical support to regular ALS programs and to ensure smooth delivery of ALS programs amid the pandemic restrictions. Since the onset of the pandemic, the ICT4ALS website has been accessed by 206,000 users, while an initial 1,707 ALS learners have benefitted from ALS teaching and learning resources included in the ALSware packages.

The “Communication for Development/Social Behavior Change Strategy for ALS learners” developed strategies for selected UNICEF priority areas to support efforts in mainstreaming ALS as a flexible learning option, contributing towards increased enrolment and enhanced and systematic support at the local level during the COVID-19 pandemic and beyond. The project reached 392,420 individuals with messages regarding learner continuity and safe return to school.

The importance of Social and Emotional Learning (SEL) is recognized and underscored in two of UNICEF’s programmes for ALS. “STEM Up to Step Up” integrates SEL through STEM education and aims to enhance the ALS learners’ 21st century skills for work-readiness and growth mindset and connectedness, along with other social and emotional skills.  Another programme integrates psychosocial, educational and skills development interventions with SEL, in order to develop a more strategic, holistic and needs-based service for children in conflict with the law and children at risk.

A chance to inclusive and quality education

“While this event is a celebration of the many milestones in ALS that UNICEF and DepEd have achieved, it is also a good occasion to look ahead and see how to further build on these achievements for the out-of-school children and adolescents in the Philippines. We are deeply grateful for the opportunity to co-develop and implement these policy and field-level ALS programmes with DepEd-BAE, all of which are intended to support the ALS program – with the ultimate objective of supporting quality learning for every Filipino child, especially those in greatest danger of falling behind”, said Isy Faingold, Chief of Education of UNICEF Philippines.

UNICEF remains a committed partner to DepEd in strengthening and promoting ALS, especially to children who have no access to formal education in schools. Innovative, evidence-based ALS practices will open opportunities for OSCYAs to build skills necessary to thrive and to pursue better livelihood.

The ALS Program is intended for OSCYAs who have not completed basic education in the formal system. Those interested may inquire and enroll in their respective barangay halls, nearest community learning centers or public schools. They may also directly coordinate with the DepEd Schools Division Office nearest their area through the contact details found in the DepEd website .

For more information and updates about the ALS Program, please visit the official DepEd ALS 2.0 Facebook page . ###

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Overview of Education in the Philippines

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• First Online: 02 August 2022

Cite this chapter

• Lorraine Pe Symaco 3 &
• Marie Therese A. P. Bustos 4  

Part of the book series: Springer International Handbooks of Education ((SIHE))

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The Philippines has embarked on significant education reforms for the past three decades to raise the quality of education at all levels and address inclusion and equity issues. The country’s AmBisyon Natin 2040 or the national vision for a prosperous and healthy society by 2040 is premised on education’s role in developing human capital through quality lifelong learning opportunities. Education governance is handled by three government agencies overseeing the broad education sector of the country. At the same time, regional initiatives relating to ASEAN commitments are also witnessed in the sector. However, despite the mentioned education reforms and initiatives, the education system remains beset by challenges. This chapter will give readers an overview of the education system of the Philippines through an account of its historical context and its main providers and programs. Key reforms and issues within the sector are also discussed.

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Symaco, L.P., Bustos, M.T.A.P. (2022). Overview of Education in the Philippines. In: Symaco, L.P., Hayden, M. (eds) International Handbook on Education in South East Asia. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8136-3_1-2

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Improving quality of Philippine education

            Agenda 2 has to do with improving the quality of instruction and teachers with the target that all learners meet basic skills based on international standards.  Teachers should be trained for their empowerment as well as for the creation of context-based learning materials.  Strengthen the implementation of the Instructional Supervision Framework and Middle Leadership Development for Teachers.  As regard systems and structural improvement, the objective is to attain quality teacher education programs rather than focusing on quantity.   There should be reforms in teacher certification, hiring, distribution and promotion of teachers.  Continuing professional development should be made available to teachers.  Priority should be given to developing large pool of early childhood educators.

            Agenda 3 refers to the work place itself.  This is where employers can play an important role in complementing the educational system in the improvement of the quality of education.  Employers should be incentivized to prioritize professional development and employment facilitation.  Through various types of on-the-job training, there should be both abundant opportunities and scholarship for trainees.  Especially at the Senior High School (SHS) level, the curriculum should be improved so that the link between schools on one hand the industries and communities on the other can be strengthened.  Beyond the job-related competencies and skills, there should be an equal stress on mentoring trainees on workplace attitudes and ethics well as relational competencies.  With the increasing availability of Big Data, there should be improved information on the skills that will be needed in the future.  Career guidance services should be institutionalized in the schools.  Expand Alternative Learning Systems (ALS) for dropouts from basic education levels, giving more emphasis to functional literacy and job preparation.

            Agenda 4 involves fully leveraging private education so as to complement the delivery of services. With the increasing disparity between the high salaries received by public school teachers and those in the private schools, the coverage of teacher salary subsidy should be expanded to other grade levels, aside from Junior High School (JHS).   Subsidy support programs for private education should be expanded, especially the voucher program to cover Kindergarten and grade school, the JHS Education Service Contracting program (larger amount per student) and SHS voucher and Joint-Delivery Voucher Program for SHS Tech-Voc, which should receive larger amounts and wider coverage.  There should be a limit to the creation of new State Universities and Colleges, of LGU-sponsored new programs and campuses so as not to unnecessarily compete with private schools.  It must be constantly emphasized that the Constitutional mandate is universal and quality education at the basic education level.  Until this is achieved, there should be fiscal prudence of the State in establishing tertiary educational institutions which should be mainly assigned to the private sector until universal education is attained at the elementary and high school levels.

            Finally, Agenda 5 refers to the importance of the National Government devolving more functions to the local government units and school leaders in the local communities under the principle of subsidiarity and as a more practical alternative to federalization.  This should also be facilitated with the implementation of the Mandanas-Garcia ruling which will increase the tax revenues being cascaded down to the LGUs from the national government.  Here, there should be a special effort to involve parents more and more in the education of their children, especially at the Kindergarten and elementary school levels. Parents should be encouraged to actively participate in Parents Teachers Associations (PTAs) in school decision making.  Role models like that of the Nanay-Teacher Program of Valenzuela City and the Parents for Education Foundation (PAREF) in the private sector should be held up for emulation.   All school governing councils should be made functional by, among other measures, implementing the Philippine Professional Standards for school heads and supervisors. 

            The members and responsibilities of local school boards should be expanded.  Allowed uses of the Special Education Fund (SEF) should be expanded, applying the needs-based approach to the use of the SEF.  There should be seminar programs and workshops that will improve the capability of mayors for education governance.  Student leaders should also be made part of school governance.  In all of these moves to empower LGU heads, school administrators, parents and student leaders at the local level, there should be a closed monitoring of the increased share of the Internal Revenue Allotment (IRA) under the Mandanas-Garcia ruling.  The devolved budgets of DepEd, DOH, and DSWD must go to the Local School Boards (LSBs), Local Health Boards, and day care centers.

            The improvement of the quality of basic education in the Philippines is a herculean task.  All these recommendations of the Philippine Business For Education will take time to implement and even more time to yield results.  We must remember, however, that we are dealing with the children and youth whom we are preparing to be the future workers ten to twenty years from now.  In the meantime, we should also have to retool, upskill and reskill those who are already in the labor force today and are either unemployed (2.6 million) or underemployed (6.5 million).  These 9.1 million individuals are the ones who should be the targets for non-formal, informal and other means of transferring knowledge and skills outside the formal educational system. We should not waste any time in putting together employers, educational institutions and the government (especially TESDA under DOLE) to help these millions of workers become human resource assets today, not tomorrow.  They are the very workers who will enable the Philippine economy to transition to an upper-middle income economy in 2023 and a high-income economy during the decade of 2040 to 2050. They are the very workers who are needed in today’s engines of growth such as the Build, Build, Build programs of both the public and private sectors, the hospitality industry, the health care industry and especially the whole value chain of the agribusiness sector from farming to post-harvest, logistics, food processing, and food retailing.   These sectors today obviously do need rocket scientists as workers.  Even if existing unemployed and underemployed workers are weak in reading comprehension, mathematical literacy and science know how, they can still be upskilled and reskilled in these less intellectually demanding occupations.  So let us not exaggerate the so-called education crisis!

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DOST chief says remote areas should have access to quality science education

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LUCENA CITY (PIA) – Science and Technology Secretary Renato Solidum said isolated areas in the country should not be deprived of access to quality science and technology education.

“We want science, technology, and innovation to be accessible and available to all Filipinos, especially the youth. Quality science and technology education should be within reach even in geographically isolated and disadvantaged areas. Science and technology is inclusive and should not be exclusive,” he said at the recent launching of the Mini Science Centrum at the Cesar C. Tan Memorial National High School in the town of Quezon in Quezon province.

The town is nearly 74 kilometers away from the provincial capitol of Lucena City.

The launching of the Mini Science Centrum is part of the program of the Department of Science and Technology (DOST) to bring interactive science exhibits to students in remote communities.

DOST Calabarzon launched the Mini Science Centrum in the region as part of the DOST’s Enhanced Community Empowerment through Science and Technology (ECEST) program for geographically isolated and disadvantaged areas (GIDAS).

The science department said the program aims to uplift economically challenged communities by providing a platform for science and technology interventions that cater to the specific needs in their communities such as health, education, disaster risk reduction, climate change mitigation, and economic development.

Through the program, students from remote communities will have an opportunity for hands-on learning experiences that can ignite their interest in science, technology, and innovation.

Solidum said the DOST is committed to ensure equitable access to scientific knowledge and opportunities for all Filipinos, regardless of their level of intelligence and economic disposition.

The first mini Science Centrum in the region was established in Polillo, Quezon in September 2023, and has since been utilized as an additional engaging learning tool in covering a wide range of scientific concepts and processes. (JD/PIA-4A)

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Arizona among worst in nation for preschool access, new report says

Arizona lags far behind other states in public preschool enrollment, according to a new report that examined preschool access across the nation.

While 35% of the nation's four-year-olds attended a state-funded preschool program during the 2022-23 school year, only 4% of Arizona’s did, according to the 2023 State of Preschool Yearbook from the National Institute for Early Education Research at Rutgers University. Three percent of Arizona's three-year-olds attended state-funded preschool, compared to seven percent across the country.

Arizona's public preschool enrollment has remained essentially stagnant over the past 20 years, even as the percentage of kids enrolled in state-funded preschool across the nation reaches record highs, according to the report. Due to declining tobacco tax revenue and the impending expiration of federal pandemic relief funds, even fewer Arizona children will be served by the state's preschool program moving forward.

Arizona 43rd in nation for preschool enrollment among four-year-olds

Arizona saw an increase of 1,144 in the number of kids enrolled in state-funded preschool from the prior year, bringing the total up to 5,954.

But over the past two decades, Arizona has had "essentially no real progress" in public preschool access, said Steven Barnett, the National Institute for Early Education Research’s senior co-director and founder. The percentage of Arizona's four-year-olds enrolled in state-funded preschool has decreased since 2001-02, when it was at 6%. During that time, the nationwide percentage has more than doubled.

"Arizona just keeps falling further behind the rest of the country," Barnett said.

It landed 43rd in the nation for public preschool enrollment among four-year-olds during the 2022-23 school year and 24th for three-year-olds.

But those numbers don't capture all the ways that three- and four-year-olds in the state receive government-funded early childhood education.

The report focuses on the children served through the Quality First program of First Things First, a state agency focused on early childhood programs for kids from birth to age five. The agency's Quality First program provides childcare and preschool tuition scholarships to families making at or below 300% of the federal poverty level.

However, Arizona's kids also attend federally funded early childhood education programs, including Head Start programs, which serve low-income children. When considering Arizona's four-year-olds who attended state-funded preschool — as well as federally funded preschool special education and Head Start programs — during the 2022-23 school year, the percentage rose to 17%, according to the institute's report. For three-year-olds, it was 12%.

Still, those percentages lagged behind the national averages for those measures, which were at 44% for four-year-olds and 17% for three-year-olds.

Arizona has a lot to do if it wants to catch up with some of its neighbors when it comes to preschool access, according to Allison Friedman-Krauss, the lead author of the institute's report.

California and New Mexico are working toward implementing universal preschool. Six additional states and Washington, D.C., already have implemented universal preschool for four-year-olds, according to the report.

"The first years of life really set a foundation for success in school. And success in school sets a foundation for success in life," Barnett said. "We need to be investing in their early years."

The report doesn't include the number of Arizona preschool students with disabilities who receive vouchers through the Arizona Department of Education's Empowerment Scholarship Account program. There are about 830 students in that program, according to the most recent report from the department.

Some school districts in the state also offer low-cost or tuition-free preschool for some families. Mesa Public Schools, for example, announced in December that it's planning to host three tuition-free preschools funded by Bezos Academy , a preschool network launched by Amazon CEO Jeff Bezos.

As tobacco revenue declines and pandemic relief funds expire, funding falls

As First Things First's main revenue source declines and federal pandemic relief funds expire, even fewer children will receive preschool scholarships moving forward.

Arizona's spending on preschool for three and four-year-olds was boosted with about $11.5 million in federal COVID-19 relief funds last school year, bringing total spending to around $32 million.

The federal relief funds were used to provide more scholarships and to increase preschool reimbursement rates by around 50% per child based on a 2021 study on the cost of providing quality programs, according to Ginger Sandweg, First Things First's senior director for early learning. Formerly, the rates had been based on a study from 2010.

"As you can imagine, the cost of quality has significantly increased since then," Sandweg said.

The federal pandemic relief money for Quality First is set to expire in June. It won't be replaced, and the program will maintain its increased reimbursement rates, meaning fewer children will receive scholarships, Sandweg said.

First Things First's main source of revenue, tobacco tax, has also been declining for years. Revenue in fiscal year 2023 was almost $64 million less than fiscal year 2008, when the agency started — a 38.6% drop, according to First Things First.

The agency said it's projecting a continued decline in revenue, and the board recently decided to cut annual program spending by $10 million, bringing annual spending down to around $116.6 million. That reduction went into effect for fiscal year 2024, which began in July 2023.

First Things First's Quality First program only has enough funding to serve about a third of the regulated providers in the state that offer childcare or preschool for kids ages zero through five, according to Sandweg. And across the state, there aren't enough slots in regulated childcare programs for every child who would likely need childcare, she said.

For preschool programs for three and four-year-olds specifically, Arizona's spending per child last school year increased to $5,413, according to the institute's report. On that measure, Arizona ranked 26th in the nation.

Report dings Arizona on preschool quality, too

The report also examined preschool quality by looking at state requirements for preschool programs.

On the institute's measures, Arizona fell short, meeting just three of 10 benchmarks.

For example, the institute recommends states require a bachelor's degree for preschool teachers; Arizona only requires a high school diploma. It recommends a maximum class size of 20, and Arizona's maximum class sizes are 26 for three-year-olds and 30 for four-year-olds.

Arizona's preschool programs that receive state funding through Quality First are regularly assessed but on different measures. The programs, which are offered through a mixture of school districts and licensed or certified private providers, are regularly rated on a five-star scale. To be eligible for tuition reimbursements, a program has to earn at least three stars.

The programs are assessed on environment — the materials children have access to, the daily schedule, the activities, for example — and the interactions between children and adults, according to Sandweg.

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